Systemic Functional Multimodal Discourse Analysis of Teaching Students Developing Classroom Materials

Autor/inn/en	Erfanian Mohammadi, Javad; Elahi Shirvan, Majid; Akbari, Omid
Titel	Systemic Functional Multimodal Discourse Analysis of Teaching Students Developing Classroom Materials
Quelle	In: Teaching in Higher Education, 24 (2019) 8, S.964-986 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1527763
Schlagwörter	Discourse Analysis; College Students; Second Language Instruction; Second Language Learning; English (Second Language); Student Developed Materials; Semiotics; Cognitive Processes; Nonverbal Communication; Student Teachers; Class Activities; Network Analysis; Social Theories; Experiential Learning + Suchen Sie Ihr Suchwort? Diskursanalyse; Collegestudent; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Semiotik; Cognitive process; Kognitiver Prozess; Non-verbal communication; Nonverbale Kommunikation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Netzplantechnik; Gesellschaftstheorie; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Multimodality has been a growing research interest in the field of applied linguistics. With the actor-network theory as an analytic framework, the purpose of the present study was to explore how university students of Teaching English as a Foreign Language (TEFL) take advantage of both material and non-material semiotic resources while being involved in the process of developing classroom activities. Furthermore, the semiotic resources of these students including their language, gaze, and gesture were analyzed using systemic functional multimodal discourse analysis (SF-MDA). To do this, using an ethnomethodology, we videotaped the interaction of a group of 6 TEFL students developing materials, for the improvement of learners' intercultural competence, on the topic of food. The findings indicated that the participants developed these materials as they interacted with each other, as human semiotic resources, as well as their digital tools, as non-human resources. In addition, while mainly expressing their mental processes, they also conveyed positive attitudes and built negotiation expanding space using their gesture with both fast and slow graduation. Their gaze was also engaged, directed at both the group members and objects developing the classroom activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01